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1 Know THIS. Essential Steps for States act now. at scale. Program Requirements for Associate s and Bachelor s Degrees: A National Survey By Nate Johnson, Leonard Reidy, Mike Droll, and R.E. LeMon Commissioned by HCM Strategists, LLC, for Complete College America

2 Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations. Now What? This think this. brief makes the case for why colleges and universities should July 2012

4 EXECUTIVE SUMMARY Students take longer than necessary to complete their degrees for many reasons: academic failure or withdrawals, changes of major, voluntary additional coursetaking, and transfer problems are among the most significant causes. (See related report, Wasting Time: Costs, Consequences and Causes of Excess Credits and Time to Degree, July 2012.) Among the factors that determine how long students take to finish a degree, however, the one most directly under the control of institutions and policymakers is the number of credit hours required to complete a given program. To learn the extent to which program requirements are responsible for extended time-todegree, Complete College America engaged HCM Strategists, LLC, to conduct a survey of 189 different degree programs at 310 institutions. The results allow comparisons of program length requirements for bachelor s and associate s degrees across the country. The complete results of the survey are included in this report and accompanying tables. Major findings include: Most four-year public institutions now require 120 credit hours for most of their degree programs. This is a notable improvement since 1995, when a similar survey was undertaken by the Florida Board of Regents. A significant minority of four-year institutions still require more than 120 credit hours in programs in which the norm is 120. In fields such as English literature, psychology, and history, 10% of institutions required 125 credit hours or more. In some fields, the norm for bachelor s degrees remains above 120. Engineering, education, computer science, and fine arts account for many of those programs. Even in those fields, many well-regarded institutions are still able to offer 120-credit-hour degrees. Community college requirements for associate s degrees vary even more, although there is no previous survey available to establish a trend. Typical general-studies associate s degrees (usually Associate in Arts degrees designed specifically for transfer) require 60 credits, although many require more. Career-oriented or program-specific associate s degrees usually require more than 60 credits, with wide variations among institutions. At least some institutions manage to offer 60-credit associate s degrees in almost every field, even when the national norm is higher. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 2

5 Policy implications and recommendations To continue the improvement higher education has seen with bachelor s degree requirements, and to extend the reforms to two-year colleges, state and institutional leaders need to work together. The progress to date is proof that it can be done. As part of the continued reform effort: States and institutions should ensure that they are at the norms for their programs. For example, a bachelor s in history or psychology should be 120 hours. This report can be cited to identify norms for the most-frequently offered programs. Education leaders should work with accrediting organizations and state licensing bodies to reduce the number of programs that require more than 120 credit hours for bachelor s degrees and 60 for associate s degrees. Community colleges should reduce the number of institutions and associate s degree programs that require more than 60 credits. States should use the positive news from this report that policy change is possible and has taken place at many well-respected institutions to help push those institutions that remain outside the norms to make necessary changes. Higher education leaders should recognize that program requirements are only a small part of the excess time and credit problem. States also should focus on failed or withdrawn courses, imperfect transfer of credits, changes in major, and voluntary additional transcript credits, which are among the other sources of extended time and credit hours. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 3

6 INTRODUCTION This report presents the findings of a national study commissioned by Complete College America to determine nationwide credit hour norms for baccalaureate and associate s degrees. HCM Strategists, LLC, conducted the research on behalf of Complete College America. The study includes all of the most common degree programs nationally. Any program in which at least 100 four-year or two-year colleges awarded degrees in is included, which amounts to 104 different associate s degree programs and 85 bachelor s degree programs. The bachelor s degree component of the study includes a follow-up to Hours to Graduation: A National Survey of Credit Hours Required for Baccalaureate Degrees, which was conducted by the Florida Board of Regents of the State University System of Florida in 1995 (Pitter, LeMon, and Lanham 1996). The Board of Regents attempted to identify average nationwide credit hour requirements. Their research highlighted an upward creep in credit hour requirements in most programs at the time. The State University System used the results of the study to reduce 506 of the 614 bachelor s programs available throughout the university system at that time to 120 hours, with a few exceptions in engineering, visual and performing arts, and some of the health professions. The results of the present study will be compared with those of the previous study. The comparison has three goals: show where progress remains to be made; show how time-to completion issues might be articulated in terms of curriculum credit hours; and recommend policy changes that may be required to bring them under control. Methodology The first phase of the study consisted of a short online survey to determine who collected program length data at the system/state-level nationwide. Only two states, Florida and Texas, had program-length data for their institutions in a transparent format. A few others had partial, out-of-date or relatively inaccessible data, but the vast majority of states did not collect this type of information. The survey was deployed online using Survey Monkey as well as via . We also tried to identify the nature of any additional information states/systems might gather; whether it could be accessed by members of the public; and finally, whether program lengths were restricted by statute, administrative rule, some other authority, or at the discretion of the individual institution. The second phase attempted to survey a representative sample of institutions in all states except Texas and Florida (where we used data from the state-level database). Those institutions were chosen to represent community colleges and bachelor s-granting schools in the 50 states. As such, we chose to focus initially on the top five two-year and four-year institutions by number of degrees conferred. We generated a survey template for each of the institution categories and sent it by and postal mail to the institutional research directors (or the closest position we could identify) at the 500 selected institutions. We followed up with a second round of s and with s to additional institutions to increase the total number of respondents. In the final stage, we researched online catalogs for a small number of institutions to ensure that all states were Program Requirements for Associate s and Bachelor s Degrees: A National Survey 4

7 represented, that large states had multiple institutions included, and that as many as possible of the respondents to the 1995 survey were included in our sample. We used the national standard Classification of Instructional Programs (CIP) codes to standardize the programs surveyed. This system includes both general categories (e.g., 14-Engineering), which are each assigned a two-digit number, and specific programs (e.g., ). The template for the two-year institutions contained 104 programs and their associated specific CIP codes and titles. The template for the four-year institutions contained 85 programs and their associated six-digit CIP codes and CIP titles. The survey dissemination and research for the second phase was conducted in September and October In total, we attempted to contact 936 institutions and eventually included data for 310, including 71 out of the 75 institutions that participated in the 1995 survey. The complete list of institutions with data included in the survey is provided in Appendix 1. The goal of the study was to identify the norms for credit hour requirements in the various programs typically offered at public institutions of higher education. As such, the second phase survey focused on the minimum hours required by the curriculum, rather than the number of hours attempted by the student in the process of pursuing a degree. Analysis The survey report included in the Appendix provides detailed information about 104 programs (six-digit CIP codes) representing the most widely offered associate s degree programs and 85 representing the most widely offered bachelor s degree programs. The 1995 Florida Board of Regents study provided an analysis of low-, moderate-, and high-credit-hour requirements at the level of broad program categories (two-digit CIP code level), with an appendix showing results at the specific program level. Thirty program categories (two-digit CIP code level) were represented by observations for varying numbers of programs (six-digit CIP code level), ranging from one program for precision production (formerly production trades ) to as many as 40 programs for education. By contrast, the present study departs from a selection of the most widely offered programs nationwide. This choice favors performing the analysis at the six-digit level because many program categories are represented by as few as one program in the survey instrument, while others are represented by as many as 17 programs. The following sections describe the results by grouping programs into low-, middle-, and highcredit-hour requirements for both bachelor s and associate s degrees. The last section analyzes the changes that have taken place since 1995 in bachelor s degree program requirements. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 5

8 BACCALAUREATE OR FOUR- YEAR INSTITUTIONS General findings Bachelor s degree requirements at most institutions for most programs are limited to the basic 120 hours. Nearly 50% of all programs at all institutions require only the minimum number of credits generally required for accreditation. Additional clusters require 124 and 128 credits, which reflect both higher requirements in some programs, and higher overall requirements at many institutions. Essential Steps for States Know this. Bachelor s Degree Credit-Hour Program Requirements 50% 15% 10% 5% 2% 2% 3% 4% 1% 1% 1% 1% 1% 2% 0% 0% 0% 0% 0% 0% 0% Low-credit-hour bachelor s programs The median number of credit hours for 59 out of 85 programs is 120, which is the minimum established by regional accrediting agencies for any bachelor s degree. These programs are listed below, with full details in Appendix 2. They include most programs in humanities (English, philosophy), social sciences (economics, psychology), and natural sciences (physics, biology). However, a significant minority of institutions require more than 120 hours for the same programs. Many institutions require 128 credits for programs in which the national norm is 120, and some required considerably more than that. Animal Sciences African-American/ Speech Environmental Studies Environmental Science Black Studies Women s Studies Communication and Rhetoric Program Requirements for Associate s and Bachelor s Degrees: A National Survey 6

10 Middle-credit-hour bachelor s programs For another 20 programs, the median credit hour requirement is greater than 120 but less than 128. Many education degrees fall into this group, with great variation among the institutions that offer them. Some of this likely relates to state regulations on teacher education programs. Since many states and institutions do not have extended course requirements for these degrees, leaders in states that do should consider whether the additional requirements are really necessary, especially if states grant reciprocal licensure for teachers from states where credit requirements are lower. Many institutions offering these programs require more than 130 credit hours, although substantial numbers of institutions offered the same programs at 120 credit hours. Simple legislative or regulatory changes related to teacher education and certification in states with high-credit-hour requirements could bring the averages in these areas down closer to 120. Health Teacher Education Secondary Education and Teaching Information Science/Studies Athletic Training/Trainer Computer and Information Sciences Computer Science English/Language Arts Teacher Education Mathematics Teacher Education Spanish Language Teacher Education Special Education and Teaching Music Performance Elementary Education and Teaching Junior High/Interm/Mid School Education and Teaching Early Childhood Education and Teaching Physical Education Teaching and Coaching Science Teacher Education/Gen Science Teacher Education Social Studies Teacher Education Clinical Laboratory Science/Medical Technology/Technologist Registered Nursing/Registered Nurse Art Teacher Education. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 8

11 High-credit-hour bachelor s programs Five of the 85 surveyed programs have median credit hour requirements of 128, all in engineering. While the norm for these programs is much higher, a significant minority of colleges keep even these programs close to the 120-credit standard. Arizona State University, the University of Georgia, and the University of California-Davis are among those with engineering programs requiring just 120 hours, and Georgia Tech, one of the most prestigious public engineering programs in the country, requires just 124. Accreditation is sometimes cited as a justification for longer program lengths in engineering, but there is no 128-hour requirement in the guidelines of the engineering accrediting body (ABET), and the existence of well-respected programs with requirements below that level demonstrates the possibility of limiting the requirements without necessarily sacrificing rigor (ABET 2010). Civil Engineering Computer Engineering Electrical and Electronics Engineering Mechanical Engineering Chemical Engineering Full details, including minimums, maximums, medians, and the top 10% highest-creditrequirement programs, are listed in Appendix 2. What accounts for variation in requirements for bachelor s degrees? Students generally pay for higher education by the credit hour, and funding formulas to allocate taxpayer dollars often do so as well. Yet a 136-credit engineering degree is 13% more expensive than a 120-credit degree even when tuition rates are equal. If the additional requirements mean that students have to spend an extra semester or two to complete their degrees, then students are losing thousands of dollars in income from being out of the labor market. So why do some institutions require more hours than others? A comparison of two chemical engineering programs may help illustrate the differences. Both programs are at large, regionally accredited universities, and both are specifically accredited by ABET; yet one requires 120 credit hours to graduate while the other requires 136. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 9

14 Both of these programs require generally similar courses in science and engineering, most of which are specified in ABET s accreditation requirements. The two key differences seem to be that: some individual courses carry more credit hours at University 1 than at University 2. College physics, for example, is five credit hours at one and three at the other. University 1 requires more general education and writing courses than University 2. Individual institutions and programs may have good reasons for their requirements, but it is worth reflecting how other respected programs structure their curricula and whether the increased credit requirements provide a return to the students that is worth the additional cost and risk involved. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 12

15 ASSOCIATE OR TWO-YEAR INSTITUTIONS General findings While 120 credits has become the norm for bachelor s degrees in most fields and at most institutions, the same is not true of the nominally 60-credit associate s degree. While 69% of bachelor s degree programs have median requirements of 120 credits, not a single one of the 104 associate s degree programs have a median requirement of 60. This is surprising, given that the associate s degree in many cases is intended to represent the first half of a bachelor s degree. Even if four-year colleges have established a 120-hour requirement, transfer students who arrive with more than half of that may well end up with credits they don t need. Associate s Degree Credit-Hour Program Requirements 14.7% 13.3% 8.6% 7.5% 7.0% 4.7% 5.1% 5.0% 5.3% 4.6% 4.4% 4.1% 2% 2.5% 2.6% 1.6% 1.7% 1.6% 1.7% 0.7%0.6%0.4% 0.7%0.6% 0.5%0.4% 0.4% 0.2% Requirements among community colleges vary much more than among four-year institutions. In 97 of the 104 programs included, at least one community college requires only 60 credits for the associate s degree, while many require 70 or more hours. Sixty is the most frequently found requirement (the mode ), although most institutions requirements are higher. About 14% require 64. While the survey did not include enough institutions in each state to provide a complete state-by-state comparison, it appears that California, Colorado, Oklahoma, and Tennessee are among the states with the most programs requiring just 60 hours, and all had at least three respondents in the survey. In some cases, however, comparisons are challenging because some associate s programs in fields such as nursing, for example assume certain prerequisites before students even start, while others will include those in their credit hour totals. Such a lack of transparency and consistency makes it difficult for students to easily compare time and costs. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 13

16 Community Colleges Requiring 60 Credits No 60-credit programs 49% 1% 49% 60-credits 37% 50% 99% 60-credits 12% All programs 60-credits 2% Background The different missions and governance structures for community colleges help to explain some of the variation in their degree program requirements. They are more likely to be governed locally, often with elected boards and taxing authority for their districts, than are four-year colleges, which typically operate as part of statewide systems. In states with strong transfer policies, community colleges tend to emphasize transfer degrees usually the Associate in Arts (AA) while in other places they focus more on technical Associate in Science (AS) or Associate in Applied Science (AAS) degrees. Those degree programs can include everything from nursing to web design to golf course maintenance. Some are relatively common, while others may have been tailored for a particular industry or even a single large local employer. The AS and AAS degrees usually have fewer general education requirements and more discipline- or skill-specific content than AA degrees, which aim to provide the foundation for later specialization at a fouryear institution. AS and AAS have traditionally been considered terminal degrees, although some states and institutions have developed transfer agreements that allow for full or partial transfer of credit. Because of the lower level of standardization of associate s degrees around the country, there is considerably more variation in credit requirements, especially for the vocationally oriented AS and AAS degrees. This survey may help establish benchmarks and peer norms for some of those programs. It does not distinguish between AS and AAS degrees, since the label used is based primarily on state or local policy, rather than a national standard definition. Credit requirements for general education/transfer degrees Most AA transfer degrees are reported in variations of the general studies category (CIP code ). Of the 209 programs reported as general studies, the most frequent requirement is 60 credits. Still, only 41% of all programs require the basic 60 credits to graduate, while 25% require credits, and 34% require 64 or more. For states and institutions where more than 60 credits are required for a general associate s transfer degree, reducing those requirements to 60 would be a relatively easy way to make it easier for students to complete degrees on time, as most wellrespected community colleges around the country have already done. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 14

19 Very-high-credit-hour associate s programs (median = 67+ hours) Since associate s programs have a wider range of credit requirements than bachelor s degrees, it is worth creating a different category for the programs with the very highest median requirements. These programs include many in health professions and technical fields. In both the high and very high categories of associate s degrees, state licensure requirements may account for some of the differences from the lower-credit programs, and for the differences among institutions and states. Yet, again, there are examples in almost all cases of institutions offering the programs at 60 credit hours. The existence of programs where requirements are considerably lower puts a burden on those with higher requirements to justify the difference, especially where states grant reciprocal licensure for practitioners from states where the requirements are lower. In many cases, there also are wide differences within states, suggesting that institutional practice rather than state standards is responsible for the number of hours required. Programs in which the median requirements are very high 67 credit hours or above include: Cosmetology/Cosmetologist Diesel Mechanics Technology/ Culinary Arts/Chef Training Technician Architectural Engineering Technology/ Machine Tool Technology/Machinist Technician Interior Design Civil Engineering Technology/ Technician Electrical, Electronic and Communications Engineering Technology/Technician Mechanical Engineering / Mechanical Technology/Technician Legal Administrative Assistant/ Secretary Electrical/Electronics Equipment Installation and Repair Auto body/collision and Repair Technology/Technician Automobile/Automotive Mechanics Technology/Technician Dental Hygiene/Hygienist Health Information/Medical Records Technology/Technician Medical Administrative/Executive Assistant and Medical Secretary Occupational Therapist Assistant Physical Therapy Technician/Assistant Veterinary/Animal Health Technology/Technician and Veterinary Assistant Emergency Medical Technology/ Technician (Emt Paramedic) Medical Radiologic Technology/ Science Radiation Therapist Program Requirements for Associate s and Bachelor s Degrees: A National Survey 17

20 Respiratory Care Therapy/Therapist Clinical/Medical Laboratory Surgical Technology/Technologist Technician Diagnostic Medical Sonography/ Registered Nursing/Registered Nurse Sonographer and Ultrasound Licensed Practical/Vocational Nurse Technician Training Radiologic Technology/Science Radiographer What accounts for variation in requirements for associate s degrees? Many of the same causes for variation in bachelor s degree requirements also apply to associate s degrees. Yet community colleges tend to be less tightly organized and regulated at the state level and have evolved degree programs based on the student and employer demands in their regions. Some of the variations in program requirements reflect those differences. Community colleges also have not had the results of a survey such as this one to see what the norms, minimums, and maximums are for programs around the country for the purpose of peer benchmarking. Program Requirements for Associate s and Bachelor s Degrees: A National Survey 18

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